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Capstone Purpose & Supporting Research

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The purpose of my project was born out of the "problem of practice" during the COVID-19 shutdown.

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Many educators were struggling to even use basic technologies when they were bombarded with numerous other technologies they had never seen or heard of before.  They then had to take those technologies, without any training, and try to teach to the best of their abilities.

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Due to this, many educators were left with a "bad taste in their mouth" regarding educational technology.  

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Many educators are opposed to integrating technology into their classrooms because of the bad experience they had.

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My goal is to create a "Toolbox" for educators that gives tutorials, visuals, and examples of effective ways technology can be integrated into the classroom. 

 

It is my hope to help give educators the support they need to integrate technology into their classrooms.

Supporting Research

Lewin, C., Smith, A., Morris, S. and Craig, E. (2019). Using Digital Technology to Improve Learning: Evidence Review. London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Using_Digital_Technology_to_Improve_learning_Evidence_Review.pdf

 

Description:

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This article was helpful in guiding me in the creation of my capstone project: Educator Toolbox for Virtual and Blended Teaching.

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The link above is to the website I created for my capstone project.  Although it is not done, I wanted to share the link so that any advice can be offered.

The following quote was helpful for me to give me guidance and knowledge about creating my capstone project.

 

"Embedding instructional support into technology, such as scaffolding and feedback, can be more beneficial than that without (Morgan et al., 2016), leading to between four and six months’ additional progress. Scaffolding is defined as guidance from a more capable other to complete a task that could not be undertaken independently. Embedded instructional support can enhance the effectiveness of simulations for STEM learning (D’Angelo, 2014), problem-based learning in STEM (Kim et al., 2017), game-based learning (Wouters & van Oostendorp, 2013; Clark et al., 2016) and technology interventions in literacy, maths and science (Belland et al., 2016; Gerard et al., 2015)."

This article included a summary of recommendations as shown below.

Recommendations

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Effect Sizes

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